Content area
Microsoft Excel remains the primary spreadsheet software for numerical processing, computation, data analytics, and reporting in business schools across the United States. Given that Excel proficiency is a critical competency for business graduates, it also remains imperative that Excel skills are addressed as an essential component of the undergraduate business curriculum. Furthermore, Excel skills are also a critical issue in Information Systems education due to Excel's widespread use in end-user computing for business analytics and reporting. This study applies Bandura's self-efficacy theory to investigate how students' self-assessment of their Excel skills influences their confidence in solving business problems with Excel. A total of 113 undergraduate business students completed surveys which measured perceived Excel skills and self-efficacy. The study employed both qualitative and quantitative methods to analyze the findings. T-tests results revealed significant gender differences in Excel usage. Furthermore, differences in Excel proficiency were found among students in face-to-face and online courses. Multiple regression analysis showed a positive correlation between higher self-rated Excel skills, job-related Excel performance, and overall self-efficacy in using Excel. The findings offer implications for educators to further understand and enhance students' Excel self-efficacy within the business curriculum as a principal tool for quantitative and analytical reasoning.
Details
Learning Activities;
Basic Skills;
Multiple Regression Analysis;
Literature Reviews;
Factor Analysis;
Accounting;
Decision Making;
Job Skills;
Peer Teaching;
Business Schools;
Undergraduate Students;
Competence;
Influence of Technology;
Administrator Education;
Financial Problems;
Correlation;
Beliefs;
Mathematics Instruction;
Data Analysis;
Information Systems;
Science Curriculum;
Occupational Surveys;
Business Education;
Gender Differences
Information systems;
Curricula;
Skills;
Data analysis;
Qualitative analysis;
Self assessment;
Multiple regression analysis;
Effectiveness;
Self-efficacy;
Learning;
Education;
Gender differences;
Generation Z;
Analytics;
Quantitative analysis;
Gender aspects;
Accounting;
Business analytics;
College students;
Distance learning;
Self evaluation;
Business;
Computation;
Business schools;
Educational systems;
Competence;
Elementary schools;
Data processing;
Teachers;
Business students;
Information technology;
Work skills;
Regression analysis
1 College of Business Illinois State UniversityNormal, IL 61790, USA